All posts filed under: writing

Teaching Grammar Online

Nothing like being sheltered in place to force one to try new online tools! In my classroom, the technology and online tools I use are Google Classroom, Kahoot, Quizlet, and Padlet. So far in the past two weeks I have used Flipgrid and Quill.org (both new to me). Before moving online, I was very aware of how much time students spent in front of a screen. My middle school students travel to seven different classes a day, and if each of those classes had 20-30 minutes on their Chromebook, that would be 140-210 minutes of screen time just in the school day. That doesn’t factor in their cell phone use or homework later in the evening that might require a computer. Our school’s history, math, and science textbooks have now all gone digital. So I was old-school, having students bring novels and paper to school. (Yes, students could read an ebook or follow along in an audiobook when we had independent reading time, and all essays were typed, but I really thought about how much …

Ideas to Teach Poetry to Students

I love poems.  There’s just something amazing and profound that comes from such simplicity.  Perfect words, said succently. However, not everyone shares my enthusiasm and I get that.  When I first started teaching, I followed what I was taught in school–you learn poetry through a poetry unit.  After many years of lackluster participation and ho-hum student-written poems, I had a change of heart. If your students struggle with analyzing poetry, here are three tips to try. 1. Filter poetry in with a unit you are already teaching Now when I teach poetry, I filter it in.  Have a writing lesson working on figurative language and imagery?  Read and discuss a poem first.  They are filled with them.  Teaching a novel and finding evidence to support a theme?  Read and discuss a poem that focuses on the same theme.  (When my students read The Secret Life of Bees, we focused on the theme of social injustice.  I paired that theme with the poems “Harlem” and “I, Too,” by Langston Hughes, and “Alone” by Maya Angelou.  Students made …

Responding to Non-Fiction Texts

My students have an easier time writing about fiction texts than they do non-fiction texts.  The initial thought was that, at least in English class, students read more fiction.  But in their day-to-day reading throughout the school day, they read more non-fiction.  So why were my students struggling to write about non-fiction texts when most of their day was spent reading it? Looking at the curriculum, students read poetry, short stories, novels, novellas, and a lot of choice books.  The hole was staring at me in the face.  There was very little devoted to reading non-fiction. That was when my teaching partner and I spent some time figuring out how to help our students respond to non-fiction texts and settled on the acronym RACER.  The idea of this is not new.  You can conduct an internet search for RACE or RACER and see lots of ideas out there.  In my school, when students write about fictional texts, they use the CER format.  Acronyms help in memorization, and I wanted students to think CER = fiction; …

Independent Reading Assignments

Have you ever read a book where, after you finished, you just couldn’t stop thinking about it?  I just finished reading Vincent and Theo and it has moved me.  So beautifully written about a man who has been largely misunderstood.  As I have been reading through this book the past few weeks, I shared what I was learning with my parents, my husband, and my walking partner.  Van Gogh’s story is fascinating, and so much of it I didn’t know, especially about the bond with his brother.  I didn’t even know Vincent Van Gogh had a brother. When my students choose their own books to read, they not only bring in their experiences as a reader, but their excitement to share what they’re learning.  It’s contagious watching their faces light up discussing what they are currently loving.  Required independent reading is a mix of enjoying books for fun and demonstrating understanding of literary terminology.  They’re reading for pleasure but also critically, to be able to write about characterization, author’s craft, imagery, tone.  They’re creatively writing as …